The andragogic and autopoietic in the educational model of the university of the 21st century

Abstract

The adult consolidates his learning and the experiential field; it is an essential element in that learning situation. The context, the labor relations, its critical capacity, of reasoning and the human experience; for that reason the anthropological relation that is made in this work. Added to this is the fact that people have renewed knowledge and interpersonal communication processes, dialogue, consensus and its evolution and the early dissemination of knowledge as a synonym for productivity, solidarity, participation and spontaneous collaboration. These are core elements of the andragogy and self-poiesis of the 21st century University that need to be considered. Andragogical education has a fundamental role in the formation of students, in which the aim is not only to prepare them to carry out a profession, but also to provide formative citizenship for daily life and coexistence. In this sense, the autopoetic does not go unnoticed. The university as a social organization can be attributed the autopoietic vision since people are in capacity to organize learning according to the real need, to develop themselves in a social system.